Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation

2011/05/05 by Judit Kormos, Thom Kiddle, Kata Csizér · 1 citation
Arts and Humanities · Social Sciences · #EFL/ESL Teaching and Learning #Second Language Learning and Teaching #Parental Involvement in Education

paper · doi:10.1093/applin/amr019

openalex publication_date 2011/05/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22

Abstract

In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language-learning motivation. We compared our findings with previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language-learning motivation, which consists of goal systems, attitudes, self-efficacy beliefs, and future self-guides.

Citations

• Alternative Ways of Assessing Model Fit
• A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.
• Age‐Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
• Willingness to Communicate in a Second Language: The Japanese EFL Context
• Self-Concept: Validation of Construct Interpretations
• Academic Self-Concept and Self-Efficacy: How Different Are They Really?
• Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates
• The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Cited by

• Kata Csizér [wikipedia]

Related

• Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory
• Age‐Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
• Second Language Motivation
• Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates
• Language Learner Motivational Types: A Cluster Analysis Study